Name: Marissa BrasilLesson Title: Learning to Use a Triple Beam BalanceObservation Date: October 21, 2013 Description of Activity:For this activity, I opened the lesson with a short video clip that featured a very quirky college students interviewing members of the public to ask them if they knew the difference between mass and weight. I then asked the students to explain what mass is, what weight is, what gravity is, and how gravity affects weight. The students then came to the front of the room and gathered around one of the desks as I introduced and demonstrated how to use a triple beam balance by measuring the mass of a student's pencil. The students then worked with a partner to find the mass of ten different irregular objects using their own triple beam balances.
Remembering:
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
I wanted to introduce my students to a new piece of laboratory equipment, namely the triple beam balance. I wanted to teach the students how to properly use the apparatus in order to further their laboratory skills. I thought that due to this activity, my students will be able to have a greater understanding of mass, weight, and the differences between the two. I hoped that my students would be able to grasp this abstract concept and be able to make connections to real-world situations based on the information presented to them.
Understanding:
What was important about it?
For me? For the student(s)? For both of us?
The parts of this activity that were important were: 1) the concept of the difference between mass and weight, and 2) the ability to use a triple beam balance.
For me, being able to effectively teach my students by conveying content in an interesting and exciting manner is what is most important.
For the students, being able to explain the difference between mass and weight is what is most important. It is also important for the students to continue to practice proper laboratory conduct and skills.
Applying:
Where can I use this again?
I can use this lesson again in two ways: 1) in subsequent years of teaching, and 2) as a refresher before starting another laboratory activity that utilizes similar skills.
Analyzing:
Do I see any patterns in what I did?
I noticed two distinct patterns in my mannerisms during the teaching of the activity. Firstly, I often stuttered when trying to speak to the class. While I thought that I knew what I was going to say before I started teaching, I ended up faltering quite a bit in my physical delivery. Secondly, I noticed that when I circulated about the room to check in with individual groups, I walked the same pattern between the lab benches. This is most likely due to my own personality more than anything else.
Evaluating:
What was effective and what was not effective?
I felt that most parts of my lesson were effective. The video clip captured the students' attention and they had many questions after the video ended. The physical demonstration of use of the triple beam balance was also quite effective because the students were able to watch me use the apparatus right in front of them. The group activity was effective because it gave the students an opportunity to practice what they had just learned, and it also gave me an opportunity to work one-on-one with small groups of the students.
Creating:
What could I do next?
In regards to what can be done next, I could design several laboratory experiments that address issues of mass that increase in complexity. This would be ideal as my middle school's science curriculum is largely inquiry-based, with each week being a different laboratory project or experiment.
Description of Activity:For this activity, I opened the lesson with a short video clip that featured a very quirky college students interviewing members of the public to ask them if they knew the difference between mass and weight. I then asked the students to explain what mass is, what weight is, what gravity is, and how gravity affects weight. The students then came to the front of the room and gathered around one of the desks as I introduced and demonstrated how to use a triple beam balance by measuring the mass of a student's pencil. The students then worked with a partner to find the mass of ten different irregular objects using their own triple beam balances.
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
What was important about it?
For me? For the student(s)? For both of us?
For me, being able to effectively teach my students by conveying content in an interesting and exciting manner is what is most important.
For the students, being able to explain the difference between mass and weight is what is most important. It is also important for the students to continue to practice proper laboratory conduct and skills.
Where can I use this again?
Do I see any patterns in what I did?
What was effective and what was not effective?
What could I do next?